1. Poe PowerPoint - After-Reading Strategy using TECHNOLOGY
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Using Technology to Teach Reading
·Rationale: I use technology as an after-reading strategy so students will revisit predictions and text to engage in problem-solving activities. Students will then understand what they have read. I incorporate the examination of various story elements within the text. They are required to define and give examples of story elements. Students accomplish this through a PowerPoint presentation designed by them.
·Courses in which it could be implemented: This strategy is good for revisiting stories and/or novels read in Language Arts. It could also be used for History. A PowerPoint presentation could visit a time in history that is being examined. I have used this with an Edgar Allan Poe unit of study including: “The Tell-Tale Heart, “The Raven,” “Annabel Lee.”
·Diverse learners: Kinesthetic and tactile learners and lovers of technology enjoy this type of activity. Technology serves as a motivator with reluctant learners and especially reluctant readers. When these diverse learners know they will be using technology and their own creativity to produce their own PowerPoint presentation, they are more apt to read the story and be an active learner with it.
·Procedure: 1. I explain to students the end product of our study of Edgar Allan Poe and his works is an individually designed PowerPoint on the story elements in one of Poe’s works: “The Tell-Tale Heart,” “The Raven,” or “Annabel Lee.” The PowerPoint assessment will be based on the rubric I provide to them. (see below)
2. We read Edgar Allan Poe’s “The Tell-Tale Heart,” “The Raven, and “Annabel Lee.” I conduct minilessons on the story elements of Poe's works. I talk about each of the texts and we view Vincent Price’s rendition of “The Tell-Tale Heart” and I invite responses for each one as we study them. These responses can be recorded on an overhead projector or written on the white board. Students should take notes on their papers. I also show a short TV clip of “The Simpson’s” episode “The Raven.”
3. I refer to the texts as we read each one, and at the same time discuss important features and story elements in each. I ask students to compare and contrast predictions made throughout the reading of the three texts.
4. We read and review the PowerPoint rubric and I explain what is expected of them for this assessment piece. I explain that their notes from mini-lessons should be used to design and complete their PowerPoint Presentations. 5. Students go to the Computer Lab in two to three consecutive days and utilize PowerPoint Software to design a PowerPoint that illustrates story elements such as the Plot of the story or poem they have chosen to analyze: Characters, Setting, Rising and Falling Action, turning point, theme, and mood based upon a teacher-designed rubric. 6. Students will then present to the class their PowerPoints and will be assessed on the rubric below.
·Potential Issues: Students need to be made aware at the very beginning of the unit that their final product will be their PowerPoint on one of Poe’s works. They are made aware of this and that they need to understand the various story elements and parts of the plot so that they will be able to design a PowerPoint based on the assessment rubric below. I think that once they know that they are held accountable for a final product then they are more apt to be actively involved and learning.
·References (Bibliography Information & Cross reference the Resource Binder):
Tina’s Own Development.(2007). After-Reading Strategy for Edgar Allan Poe Unit of Study.
McDougal Littell. (2002). Language of Literature. The tell-tale heart, Birthday ritual a grave tradition (pp.624-637). Evanston, IL: Houghton Mifflin.
Have you ever had problems with the "Content" row being worth equal points with all the other components of the rubric? I sometimes make this row worth more points, or "chunk" the content into subdivisions and give them each their own row in the rubric. Just a thought :) DJH
Powerpoint Appearance and Content :
PowerPoint Rubric
CATEGORY
4
3
2
1
Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.
Most information is organized in a clear, logical way. One slide or item of information seems out of place.
Some information is logically sequenced. An occassional slide or item of information seems out of place.
There is no clear plan for the organization of information.
Content - Accuracy Plot elements with examples
All content throughout the presentation is accurate. There are no factual errors.
Most of the content is accurate but there is one piece of information that might be inaccurate.
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.
Use of Graphics
All graphics are attractive (size and colors) and support the theme/content of the presentation.
A few graphics are not attractive but all support the theme/content of the presentation.
All graphics are attractive but a few do not seem to support the theme/content of the presentation.
Several graphics are unattractive AND detract from the content of the presentation.
Cooperation
Group delegates tasks and shares responsibility effectively all of the time.
Group delegates tasks and shares responsibility effectively most of the time.
Group often is not effective in delegating tasks and/or sharing responsibility. salon stockbridge
Background
Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.
Background does not detract from text or other graphics. Choice of background is consistent from card to card.
Background does not detract from text or other graphics.
Background makes it difficult to see text or competes with other graphics on the page.
Spelling and Grammar
Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings, but no grammatical errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling errors.
Text - Font Choice & Formatting
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formating has been carefully planned to complement the content. It may be a little hard to read.
Font formatting makes it very difficult to read the material
-rubric http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=1126764&
- mini-lesson summary
-book summary outline form
-copies of "The Raven" and "Annabel Lee"
-McDougal Littel Literature Book, "The Tell-Tale Heart" short story, page 624.
-McDougal Littel Literature Book, "Birthday Ritual a Grave Tradition," newspaper article, page 634.
(**All the above are Cross Referenced in the Content Area Reading 465 E-Portfolio Reading Strategies Binder.)
Using Technology to Teach Reading
·Rationale:
I use technology as an after-reading strategy so students will revisit predictions and text to engage in problem-solving activities. Students will then understand what they have read. I incorporate the examination of various story elements within the text. They are required to define and give examples of story elements. Students accomplish this through a PowerPoint presentation designed by them.
·Courses in which it could be implemented:
This strategy is good for revisiting stories and/or novels read in Language Arts. It could also be used for History. A PowerPoint presentation could visit a time in history that is being examined. I have used this with an Edgar Allan Poe unit of study including: “The Tell-Tale Heart, “The Raven,” “Annabel Lee.”
·Diverse learners:
Kinesthetic and tactile learners and lovers of technology enjoy this type of activity. Technology serves as a motivator with reluctant learners and especially reluctant readers. When these diverse learners know they will be using technology and their own creativity to produce their own PowerPoint presentation, they are more apt to read the story and be an active learner with it.
·Procedure:
1. I explain to students the end product of our study of Edgar Allan Poe and his works is an individually designed PowerPoint on the story elements in one of Poe’s works: “The Tell-Tale Heart,” “The Raven,” or “Annabel Lee.” The PowerPoint assessment will be based on the rubric I provide to them. (see below)
2. We read Edgar Allan Poe’s “The Tell-Tale Heart,” “The Raven, and “Annabel Lee.” I conduct minilessons on the story elements of Poe's works. I talk about each of the texts and we view Vincent Price’s rendition of “The Tell-Tale Heart” and I invite responses for each one as we study them. These responses can be recorded on an overhead projector or written on the white board. Students should take notes on their papers. I also show a short TV clip of “The Simpson’s” episode “The Raven.”
3. I refer to the texts as we read each one, and at the same time discuss important features and story elements in each. I ask students to compare and contrast predictions made throughout the reading of the three texts.
4. We read and review the PowerPoint rubric and I explain what is expected of them for this assessment piece. I explain that their notes from mini-lessons should be used to design and complete their PowerPoint Presentations.
5. Students go to the Computer Lab in two to three consecutive days and utilize PowerPoint Software to design a PowerPoint that illustrates story elements such as the Plot of the story or poem they have chosen to analyze: Characters, Setting, Rising and Falling Action, turning point, theme, and mood based upon a teacher-designed rubric.
6. Students will then present to the class their PowerPoints and will be assessed on the rubric below.
·Potential Issues:
Students need to be made aware at the very beginning of the unit that their final product will be their PowerPoint on one of Poe’s works. They are made aware of this and that they need to understand the various story elements and parts of the plot so that they will be able to design a PowerPoint based on the assessment rubric below. I think that once they know that they are held accountable for a final product then they are more apt to be actively involved and learning.
·References (Bibliography Information &
Cross reference the Resource Binder):
Tina’s Own Development.(2007). After-Reading Strategy for Edgar Allan Poe Unit of Study.
McDougal Littell. (2002). Language of Literature. The tell-tale heart, Birthday ritual a grave tradition
(pp.624-637). Evanston, IL: Houghton Mifflin.
Have you ever had problems with the "Content" row being worth equal points with all the other components of the rubric? I sometimes make this row worth more points, or "chunk" the content into subdivisions and give them each their own row in the rubric. Just a thought :) DJH
Powerpoint Appearance and Content :
PowerPoint Rubric
Plot elements with examples
Internet Marketing San Diego
-rubric
http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=1126764&
- mini-lesson summary
-book summary outline form
-copies of "The Raven" and "Annabel Lee"
-McDougal Littel Literature Book, "The Tell-Tale Heart" short story, page 624.
-McDougal Littel Literature Book, "Birthday Ritual a Grave Tradition," newspaper article, page 634.
(**All the above are Cross Referenced in the Content Area Reading 465 E-Portfolio Reading Strategies Binder.)